Design Mechanisms for Mediawiki to Support Collaborative Writing in a Mandatory Context

Kasemvilas, Sumonta

ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University

Because MediaWiki is not appropriate for use in the classroom setting due to its decentralization, arbitrariness, and sharing, its flexible characteristics complicate concepts of practical design when applying MediaWiki in a mandatory writing context. This dissertation identifies a need to add extensions to facilitate increased accountability, project management, discussion, and awareness based on a theoretical framework, proposes MediaWiki with some modifications as an innovative way to optimize the strengths associated with constructivist learning and social presence, and examines the results of those changes. Relevant theoretical perspectives are used to contextualize the potential significance of additional extensions of MediaWiki. Three categories of mechanisms in MediaWiki--role, awareness, and project management--were newly developed in this research. They are designed to increase project control and accountability. Discussion, chat, text editor, and online notification extensions were also installed and customized to meet the needs of the students. Two case studies were conducted in two separate graduate classes to test the value of the extensions. Quantitative and qualitative data were collected and analyzed. Use of qualitative methods helps add texture to quantitative findings. The findings illustrate some potential impact for classroom use. Delineation of the results in Case Study 1 and Case Study 2 provides well-grounded rationale for why the proposed new MediaWiki mechanisms positively impact collaborative writing. By applying a set of extended features to MediaWiki, some problems were solved and others were mitigated, but other problems were not resolved and new problems emerged. Thus, this study articulates the benefits and the additional problems using MediaWiki and extensions and suggests ways to improve the group writing process. Using MediaWiki in academia needs appropriate governance and proper technology. The results potentially offer new teaching mechanisms for graduate students involved with collaborative writing. The study holds promise in improving collaborative efforts in mandatory group writing projects and discusses a way to facilitate collaborative writing in this context. Implications of this study can assist researchers and developers in understanding what effects the extensions have on users. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]